Grade: 8 Unit: 6 Week:5 Content: ELA Dates: 5/6-5/10/2013
Theme Essential Question: How can literature help us define the greater good?
Essential Questions:
When are risks worth taking for the greater good?
How can I organize an effective presentation?
Standards (Focus)
RL.8.7 Integration of Knowledge and Ideas: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
SL.8.4 Presentation of Knowledge and Ideas: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
L.8.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
(Ongoing)
RL.8.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
RL.8.3 Key Ideas and Details: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
RL.8.5 Craft and Structure: Compare and contrast the structure of two or more texts and analyze how the differing structure of each contributes to its meaning and style.
RL.8.6 Craft and Structure: Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
RL.8.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.
W.8.3a Text Types and Purposes: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
W.8.3b Text Types and Purposes: Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
W.8.3c Text Types and Purposes: Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
W.8.3d Text Types and Purposes: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
W.8.3e Text Types and Purposes: Provide a conclusion that follows from and reflects on the narrated experiences or events.
W.8.5 Production and Distribution of Writing: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 on page 53.)
W.8.6 Production and Distribution of Writing: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
W.8.8 Research to Build and Present Knowledge: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
W.8.9a Research to Build and Present Knowledge: Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).
W.8.9b Research to Build and Present Knowledge: Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).
W.8.10 Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
SL.8.4 Presentation of Knowledge and Ideas: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.8.5 Presentation of Knowledge and Ideas: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
SL.8.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 on page 53 for specific expectations.)
L.8.5a Vocabulary Acquisition and Use: Interpret figures of speech (e.g., verbal irony, puns) in context.
L.8.5b Vocabulary Acquisition and Use: Use the relationship between particular words to better understand each of the words.
L.8.5c Vocabulary Acquisition and Use: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
L.8.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
L.8.1a Conventions of Standard English: Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
L.8.1b Conventions of Standard English: Form and use verbs in the active and passive voice.
L.8.1c Conventions of Standard English: Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
L.8.1d Conventions of Standard English: Recognize and correct inappropriate shifts in verb voice and mood.
L.8.2a Conventions of Standard English: Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
L.8.2b Conventions of Standard English: Use an ellipsis to indicate an omission.
L.8.2c Conventions of Standard English: Spell correctly.
L.8.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Objectives:
TLW analyze the extent to which a filmed version of a story stays faithful to or departs from the text, evaluating the choices
made by the director or actors.
TLW participate in pair and/or group discussions.
TLW create a multimedia presentation on the “greater good” where the message is either explicitly stated or implied.
TLW organize an effective presentation.
TLW evaluate character traits before the surgery using the novel and short story to provide evidence.
TLW determine the events that helped create suspense and kept readers engaged.
TLW synthesize knowledge of novel by carefully examining text and creating a visual representation.
Assessment Product
Student written narrative and/or multimedia presentation.
Key Questions
What can people accomplish by speaking out?
What might keep people from speaking out?
Does speaking out create empowerment?
Was the character Charlie a good subject? Provide evidence for your response.
What was the highest point of interest? Why?
How would this situation be handled differently today?
Observable Student Behaviors
Observe and listen to pair and/or group work/discussion
Listen to oral responses
Student writing and/or multimedia presentation
Graphic organizers and rubrics
Vocabulary ELA explicit hero/heroine implicit satire strength of character symbolism writing style assess intelligence motive role appropriate specialization absurd impair refute
Sample 6-12 Workshop Model Bell Ringer/Warm-up Activities 3 minutes Whole Class Presentation/Lesson 15 minutes Small Group Learning-Reading and/or Writing Activities (Author Study/Lit Circles) 12 minutes Independent Learning-Reading and/or Writing Activities (SSR/Computer Time/Centers) 12 minutes Exit Slips/Closing (What have I learned today/What do I need to know/What problems) 3 minutes
Suggested Activities [see Legend to highlight MCO and HYS]
Participate in large and small groups and report to the class.
View selected scenes from the film version of Flowers for Algernon and compare to the written version. Analyze the extent to which a filmed or live production of this story or drama stays faithful to or departs from the text, evaluating the choices made by the director or actors. Write responses and share with a partner prior to class discussion. [HYS – S/D, GTH, CL]
How does the writing style (from the first-person point of view), in I,Juan De Pareja by Elizabeth de Trevino impact your connection to the protagonist, Juan? How is Juan’s struggle to paint (because Spanish slaves at the time were forbidden to practice the arts) simultaneously fascinating, suspenseful and inspiring? View Diego Velazquez’s portrait of Juan de Pareja. How does looking at this painting expand your knowledge of its subject? Write responses to these questions and others that are self-generated. [If you have this book]
Look back at the definition created for the word compassion. How did it change during the story? View short clips of Charly and Forrest Gump. Students discuss their thoughts about how the characters feel when being made fun of. Discuss if the lips are reflective of the students’ real life situation? Can you think of a time when you were teased or did the teasing?
Research people with disabilities. Understand the disability and the challenges involved and write how it would affect a person’s life.
Discuss or write the benefits and hardships of a surgery allowing super-intelligence to be possible. Would this be a good or bad thing for society. Cite examples from the text.
Summarize progress reports.
Read the screen play Charlie.
Explain how Algernon’s death is an example of foreshadowing.
Think about the ways the novel, short story, and screenplay present the scene in which Charlie meets Algernon. Identify similarities and differences.
Based on your experiences reading novels and viewing related films, as well as literature read all year, write a response to the essential question: “How can literature help us define the greater good?” After your teacher reviews your first draft, you may choose to write your own narrative that reveals your definition of “the greater good” or develop a multimedia presentation where this definition is implied. In your narrative or presentation, include references to specific examples of what you learned from novels read and films viewed about characters, the impact of settings, and pivotal lines of dialogue. Incorporate a variety of words learned this year. Publish your essay, story, or multimedia presentation as your culminating project for eighth grade.
Homework Read for 30 minutes each evening from a self-selected book and complete a reading log.
Terminology for Teachers
Lesson Plan in Word Document (Click Cancel if asked to Log In)
Resources Professional Texts
Warriner’s Handbook
Mechanically Inclined (Jeff Anderson)
Thinking Through Genre (Lattimer)
Reading Handbook Grades 6-8 (Red)
Literary Texts
8th grade Literature textbook
I, Juan De Pareja (Elizabeth Borton de Trevino)
Informational Texts
Speaking and Listening Workshop: Presenting a Response to Literature HMU6 pg. 768
Art, Music, and Media
Diego Velazquez, Juan de Pareja (1650)
Manipulatives
Games
Videos
SMART Board Lessons
R.L. 8.7 Impact of media on the meaning of text
To consider how meanings are changed when texts are adapted to different media.
L.8.3 Active Passive Voice
Define active and passive voice, reasons why author's use active voice, practice identifying active and passive voice with a fun (noisy)game, change passive voice to active.
Theme Essential Question: How can literature help us define the greater good?
Essential Questions:
Standards
(Focus)
(Ongoing)
Objectives:
Assessment
Product
Key Questions
Observable Student Behaviors
Vocabulary
ELA
explicit
hero/heroine
implicit
satire
strength of character
symbolism
writing style
assess intelligence
motive
role
appropriate
specialization
absurd
impair
refute
Sample 6-12 Workshop Model
Bell Ringer/Warm-up Activities 3 minutes
Whole Class Presentation/Lesson 15 minutes
Small Group Learning-Reading and/or Writing Activities (Author Study/Lit Circles)
12 minutes
Independent Learning-Reading and/or Writing Activities (SSR/Computer Time/Centers) 12 minutes
Exit Slips/Closing (What have I learned today/What do I need to know/What problems) 3 minutes
Suggested Activities [see Legend to highlight MCO and HYS]
Homework
Read for 30 minutes each evening from a self-selected book and complete a reading log.
Terminology for Teachers
Lesson Plan in Word Document (Click Cancel if asked to Log In)
Resources
Professional Texts
Literary Texts
Informational Texts
Art, Music, and Media
Manipulatives
Games
Videos
SMART Board Lessons
- R.L. 8.7 Impact of media on the meaning of text
To consider how meanings are changed when texts are adapted to different media.- L.8.3 Active Passive Voice
Define active and passive voice, reasons why author's use active voice, practice identifying active and passive voice with a fun (noisy)game, change passive voice to active.Other Activities, etc.
Language
Arts
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Matrix
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Home K-2
Home 3-6
Home 6-8
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6